Teacher feedback has long-lasting implications for students' academic self-esteem, learning goals, and progress in developing knowledge and skills. Interestingly, not all positive feedback has positive impact on students. For example, referring to students' ability as a fixed trait, as a compliment or as evaluation, may hamper students' learning. Teachers should provide feedback that directly addresses students' levels of effort, and that reiterates, in a positive tone and a manner aligned with the students' learning styles, strategies to solve problems.

This sample material includes a blank isometric dot paper to use in the classroom for 3-D figure drawings, and sample student work from one high school in Michigan.
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